Technology-enhanced learning, data sharing, and machine learning challenges in South African education

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Authors

Combrink, Herkulaas MvE
Marivate, Vukosi
Masikisiki, Baphumelele

Journal Title

Journal ISSN

Volume Title

Publisher

MDPI

Abstract

The objective of this paper was to scope the challenges associated with data-sharing governance for machine learning applications in education research (MLER) within the South African context. Machine learning applications have the potential to assist student success and identify areas where students require additional support. However, the implementation of these applications depends on the availability of quality data. This paper highlights the challenges in data-sharing policies across institutions and organisations that make it difficult to standardise data-sharing practices for MLER. This poses a challenge for South African researchers in the MLER space who wish to advance and innovate. The paper proposes viewpoints that policymakers must consider to overcome these challenges of data-sharing practices, ultimately allowing South African researchers to leverage the benefits of machine learning applications in education effectively. By addressing these challenges, South African institutions and organisations can improve educational outcomes and work toward the goal of inclusive and equitable education.

Description

DATA AVAILABILITY STATEMENT : The data generated in this study as well as additional insights may be found in the publicly shared higher education GitHub repository https://github.com/dsfsi/Higher_ Education_EDA, accessed on 23 January 2023.

Keywords

Machine learning education research, Challenges, Innovation, South African context, SDG-04: Quality education, Machine learning education research (MLER)

Sustainable Development Goals

SDG-04:Quality Education

Citation

Combrink, H.M.; Marivate, V.; Masikisiki, B. Technology-Enhanced Learning, Data Sharing, and Machine Learning Challenges in South African Education. Education Sciences 2023, 13, 438. https://DOI.org/10.3390/educsci13050438